Where do engineering students learn to consider design problem context?

• Autores: Ken Yasuhara, Ryan C. Campbell, Cynthia J. Atman
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. Extra 3 (Parte B ), 2016 (Ejemplar dedicado a: Mudd Design Workshop IX. Design Thinking in Design Education ), págs. 1472-1780
• Idioma: inglés
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• Resumen

  • More than ever, today’s engineers need to be equipped to understand the complex contexts in which they do their designwork. Studies suggest, however, that undergraduate engineering programs are not sufficiently preparing students with thiscontextual competence. To contribute to the growing body of work investigating where and how engineering studentsdevelop contextual competence, we interviewed civil/environmental engineering undergraduates about the kinds ofexperiences and background they find helpful for developing specific aspects of contextual competence. They cited a widerange of helpful sources, including engineering and non-engineering courses and co-curricular activities, as well as personalexperiences, family influences, and current or historical events.